Humanizing STEM education through student-faculty pedagogical partnerships

Student-staff pedagogical partnership is a rapidly expanding practice documented by a growing body of scholarship. That scholarship includes a wide range of empirical examples of what students and staff experience through pedagogical partnership, an emerging set of theoretical frameworks for analysing those experiences, and practical guidelines to support participant engagement in this work. Many publications have focused on identifying the possibilities and the challenges of pedagogical partnership and on developing premises and approaches that can create common ground on which to build such countercultural collaborative efforts. In this discussion, we provide an overview of that scholarship to situate our findings from a study focused on what happens when staff and student partners might find common ground for collaboration but nevertheless disagree about basic pedagogical questions. Using a narrative analysis approach, we examined qualitative data gathered through an ethics-board-approved survey that asked about pedagogical disagreements in classroom-focused pedagogical partnership as experienced by students and academic staff at 16 colleges and universities across Canada, Hong Kong, the United Kingdom, and the United States. Our findings suggest that when pedagogical disagreements arise, they can help clarify perspectives and pedagogical commitments, and when they do not arise, it may be due to the receptive and responsive stance students and staff take within their partnerships. These findings are important for the ways they normalise disagreement as a productive aspect of pedagogical partnership. They also point to opportunities for further research into how all staff and students might consider managing differences of perspective and disagreements.

Attainment inequalities exist for ethnic minority students graduating from higher education institutes (HEIs) in the UK. Previous research has investigated the outcomes and experiences of students from ethnic minority backgrounds on health and social care programmes. However, studies exploring ethnic minority speech and language therapy (SLT) students' experiences have only focused on international students and were conducted in Australia. No known studies exploring the experiences of both home-domiciled and international SLT students from ethnic minority backgrounds have been conducted in the UK. To explore the experiences of home-domiciled and international ethnic minority students on a SLT training programme and to identify ways to improve these experiences. All SLT students attending a pre-registration postgraduate course who identified as being from an ethnic minority background were invited to participate. Two focus groups, one for three international students and one for six home students, were conducted. Data were analysed using reflexive thematic analysis. Three themes were identified that illustrated students' current experiences and how experiences could be improved: (1) feeling an outsider, explores students' sense of belonging in SLT education; (2) finding ways to manage, describes the strategies used by students to cope with their experiences of marginalization, and how adopting these strategies impact on their well-being; and (3) promoting inclusion, explains how the training programme could be modified to improve the experience of ethnic minority students. A better understanding of the experiences of ethnic minority SLT students can help others to support them more effectively. The findings suggest that making changes to SLT training programmes could improve ethnic minority students' outcomes and experiences. These include: more training for staff and students, support groups for ethnic minority students, sharing lived experiences of students and experienced SLTs from ethnic minority backgrounds, and clearer ways of reporting racist incidents. International students would benefit from receiving more information on HEI support services and cultural practices in the UK. What is already known on this subject Previous studies have investigated the experiences of ethnic minority students on a range of HEI programmes, including those for students of physiotherapy and occupational therapy. The only studies investigating the experiences of ethnic minority SLT students are those exploring how international SLT students in Australia can be supported on professional placement. What this paper adds to the existing knowledge This study explores the experiences of home and international SLT students in the UK who identify as being from minority ethnic backgrounds. Findings suggest that these students feel like outsiders, affecting their sense of belonging. The need to find and implement strategies to manage their feelings of marginalization impacts on their well-being. What are the potential or actual clinical implications of this work? The findings suggest measures to promote the inclusion of ethnic minority SLT students to improve their experiences and support their well-being. These include more training for all staff and students and the creation of a 'lived experiences library' where students and experienced SLTs from ethnic minority backgrounds could share positive experiences as well as ways of dealing with challenges. Clearer ways of reporting racist incidents would be beneficial for all students. International students would benefit from receiving more information on HEI support services and cultural practices in the UK. It is important that ethnic minority SLT students are involved in developments that aim to improve their experiences.

Background Professional learning communities (PLCs) provide a collaborative framework for improving teaching and learning by fostering mutual trust, shared goals, and collective responsibility. Research indicates that PLCs can support inclusive education by promoting responsiveness to diversity. Collective efficacy, defined as educators’ shared belief in their ability to make a difference, is a key factor in this process. This study explores how the concepts of PLCs, inclusion, and collective efficacy can inform the development of internal school systems to support all learners. Purpose The study explored how the development of internal school systems within one Norwegian municipality enhanced inclusive educational practices by strengthening PLCs through the increased involvement of Educational-Psychological Services (the EPS). The study defined inclusive education as support for pupils with special educational needs (SEN) within mainstream classrooms. Throughout the article, references to inclusive education refer specifically to reducing the segregation of SEN pupils by strengthening support systems within general education settings. Method The study adopted a qualitative research design, gathering data through three focus group interviews with school staff and EPS counsellors across three schools. Discussions and reflections focused on the concepts of inclusion, early intervention, and systematic collaboration. The data were analysed using reflexive thematic analysis. Findings There was a need for more structured routines for special needs education and a clearer understanding of how schools and the EPS could collaborate in accordance with official procedures, including the integration of the EPS into the schools’ PLCs. Schools emphasised the importance of fostering closer relationships to strengthen educational practices. Both teachers and EPS professionals highlighted the need to develop competencies that supported the strengthening of inclusive practices. Conclusion The study underscores the importance of PLCs, standardised procedures, and ongoing professional development in strengthening collaboration between schools and specialist services. Fostering internal competence, aligning practices, and considering the unique needs of each school, can create the potential to collectively support inclusive practice.

In the undergraduate lab experience, computation and experimentation are typically presented as distinct lab experiences. This approach ignores the important interplay that can exist between these two different ways of understanding the physical world. At Carleton College, we developed one two-week lab that treats computation and experimentation as interconnected, equal partners in students’ understanding of the natural world. I will discuss this lab that focuses on finding the half-lives of two simultaneously decaying isotopes and discuss how we encourage students to think about the interplay between computation and experimentation. Additionally, I will discuss efforts to promote lab skill development and inclusion broadly in this sophomore-level lab course and particularly how these inclusion efforts are manifested in the lab I will present in this talk.

The purpose of this study was to explore and evaluate learning in an undergraduate leadership course in a kinesiology faculty. The research question driving this study was: What do students feel influences learning in this evidence-informed leadership course? We collected and analyzed 12 students’ perspectives on their learning experiences over one semester by conducting focus groups at the end of term. Reflexive thematic analysis was used to interpret and analyze responses. The influences on student learning shared by participants in this research included course design and learning activities, instructor behaviours, peers, project work, and student agency. The course was described as a valuable social learning space. Findings may be applied to improve leadership learning in kinesiology and similar disciplines in higher education.

In the 21st century, the Russian Federation and the Republic of India have great scientific and educational potential. The particularly privileged strategic partnership between the two states is aimed, among other things, at the development and innovations of scientific and educational cooperation, which has stable traditions laid down in the second half of the last century. It was during this period that the first connections were established between students and youth of the two countries. The VI World Festival of Youth and Students, held in Moscow in 1957, was the starting point for building youth cooperation, the activities of the International Youth Tourism Bureau “Sputnik,” and the first tourist trips of Soviet students to India. The relevance of the article is determined by the appeal of the interuniversity team of authors of the RUDN University, MGIMO University and Lipetsk State Pedagogical P. P. Semenov-Tyan-Shansky University to the topic that had not previously been the subject of comprehensive research either in Russia or in India. The purpose of this study is to analyze the goals, forms of organization and significance of the Soviet-Indian youth and student partnership in the late 1950s - early 1960s on the basis of materials from the Russian State Archive of Socio-Political History that were not involved in scientific circulation. The authors use a constructivist approach demonstrating the connection between society and politics and revealing the impact of international cooperation on the institutionalization, development of scientific and educational partnership between the USSR and India at the interstate and interinstitutional levels. The Khrushchev “thaw” period laid the foundations for Soviet-Indian cooperation between the two states in the field of higher education, youth and student academic exchange and tourism. In the 21st century, the experience of the world festivals of youth and students, the work of the “Sputnik” bureau is relevant, since the Republic of India is one of the important and priority partners for the Russian Federation. Students of Modern Russia also face the task of establishing and developing academic and cultural ties with India, increasing the prestige of the country in the eyes of Indians and the whole world.

Aim/Purpose: This study aims to explore the Generative AI (GenAI) literacy of English-medium instruction (EMI) undergraduates, with a particular focus on disciplinary variations across engineering, mathematics, and humanities and social sciences. Specifically, it seeks to a) examine differences in GenAI literacy across disciplines, b) identify distinct literacy profiles among disciplinary groups, and c) understand students’ self-perceptions of their GenAI literacy. Background: The advent of GenAI tools has reshaped higher education, offering personalised academic support and aiding non-native English speakers. While traditionally focused on STEM fields, the widespread adoption of GenAI, alongside concerns about accuracy and ethics, emphasises the urgent need for GenAI literacy education across all disciplines. However, gaps remain in the literature regarding how students’ GenAI literacy varies across disciplines and how their underlying literacy profiles are shaped, particularly in EMI contexts, where non-native English-speaking students face additional linguistic challenges. Methodology: Utilising a mixed-methods approach, the research assesses five critical dimensions of GenAI literacy: basic technical proficiency, communication proficiency, creative application, critical evaluation, and ethical competence. The quantitative phase, which included 347 questionnaire participants recruited via convenience sampling, employed the Kruskal-Wallis test to examine disciplinary differences in GenAI competencies. Further, a multigroup latent profile analysis was conducted to identify distinct literacy profiles. To complement the quantitative findings, follow-up semi-structured interviews were carried out with 24 students to collect in-depth qualitative data. These interviewees were drawn from the questionnaire participants using a nested sampling strategy. Reflexive thematic analysis was then applied to uncover key themes related to students’ perceived GenAI literacy. Contribution: This study highlights notable variations in GenAI literacy among students across different disciplines and identifies distinct learner profiles within an EMI university context. The findings underscore the importance of considering both disciplinary and learner-profile factors when developing educational strategies. This work offers a foundation for designing equitable and targeted strategies to develop students’ AI literacy across all disciplines, a pressing need in EMI contexts where learners navigate additional linguistic challenges. Findings: The Kruskal-Wallis test results indicated that, with the exception of ethical competence, engineering students outperformed their peers in mathematics, humanities, and social sciences across four dimensions of GenAI literacy: basic technical proficiency, communication proficiency, creative application, and critical evaluation. Additionally, the multigroup latent profile analysis identified three distinct literacy profiles across disciplines: Foundational Learners, Balanced Practitioners, and Proficient Achievers. Complementary qualitative insights from interviews corroborated these findings and provided nuanced explanations of the underlying patterns. Recommendations for Practitioners: Synthesising these insights, evidence-based pedagogical recommendations are proposed: the integration of AI literacy courses across all disciplines to foster foundational competencies and equitable access, and the implementation of profile-specific educational strategies to enhance personalised learning. Recommendation for Researchers: Refining methods for assessing GenAI literacy is recommended for future studies to enhance their validity and reliability. This includes employing more representative sampling, integrating observation-based or task-based measures alongside self-reported literacy levels, and further refining the theoretical frameworks underpinning AI literacy in response to evolving technologies. Impact on Society: The insights from this study into GenAI literacy and its disciplinary variations will enable universities to develop more responsive and inclusive educational strategies, ultimately fostering a more AI-literate society. This will ensure that graduates across all disciplines are better prepared to effectively and critically engage with AI technologies in their future careers and daily lives. Future Research: Future research should consider stratified sampling across multiple institutions, regions, and cross-national contexts to capture a more representative picture of GenAI engagement and facilitate meaningful comparisons across educational systems. In addition, while the study focused on undergraduates, postgraduate students, and academic staff are also critical stakeholders in the AI literacy agenda. Investigating how these groups engage with GenAI could provide valuable comparative insights. More importantly, the identification of learner profiles also raises new questions about movement between profiles over time and the kinds of interventions that support such transitions. Longitudinal studies and action research involving instructional design experiments could help clarify how GenAI literacy evolves and what pedagogical strategies are most effective for supporting growth.

In the United States, undergraduate underrepresented minority (URM) students tend to change out of declared majors in science, technology, engineering and math (STEM) disciplines at a rate of nearly sixty percent prior to earning a post secondary degree. This phenomenon contributes to a general concern that the United States is not producing enough STEM trained skilled workers to meet future employment needs of industry and government. Although there has been research developed to examine how to increase the numbers of URM students enrolling in STEM programs at higher education institutions, retention of these students remains critical. One area of increasing focus for researchers is to understand how multiple factors impact the college experience of URM students and how those factors may contribute to the student decision to persist in earning a STEM disciple degree. This research study is a phenomenological mixed method study that examines how students experience the phenomenon of advising and the influence of the advising experience of undergraduate URM students on their likelihood of persisting in STEM at a northeast US technology oriented post secondary institution. Persistence, from the perspective of the student, is driven by cognitive psychological attributes such as confidence, motivation and self-efficacy. Utilizing a Social Cognitive theoretical framework, this study examines how three distinct undergraduate URM student populations enrolled in; an Academic Services Program, Honors College, and the general undergraduate population at this institution experience advising and how their experiences may influence their propensity to persist in earning a STEM oriented degree.

Education theories and models are a valuable resource for planning and developing education programs. General Educational Theories and Models (Section A.1) describes the literature pertaining to general theories or models of learning that are foundational to genetic counseling education and most helpful to genetic counseling educators. General models of program planning, adult education, competency-based education, self-directed learning, and student partnership are discussed. Within these, the specific models, theories, and concepts of backward curricular design, universal or inclusive design, adult learning theory, experiential learning, metacognition, sociocultural learning, transformative learning, critical theories, developmental theories, and Bloom’s and Fink’s Taxonomies are included. Examples of interconnections among these theories and models are provided, and elements of these general models appear throughout the book in support of education practices.

Entering the STEM Pipeline: Exploring the Impacts of a Summer Bridge Program on Students’ Readiness Shiyu Liu (bio) The high attrition rate of STEM (science, technology, engineering, and mathematics) majors is a main concern in education (National Science Board, 2010). While educators have made great efforts to support students in the pursuit of STEM degrees (National Research Council, 2013), those from minoritized backgrounds (Harper, 2012) are at especially higher rates of leaving the STEM fields (Andersen & Ward, 2014; Good, Halpin, & Halpin, 2001). A number of factors may account for students’ departure, among which preparedness for STEM learning in college is a crucial determinant (Seymour & Hewitt, 1997). Extensive work has been done to enhance students’ preparedness through efforts such as bridge programs, where academic and social support is provided to minoritized students for the rigors of college (Garcia, 1991); however, discrepancies exist regarding how such programs may impact students’ cognitive and affective readiness (e.g., Reisel, Jablonski, Hosseini, & Munson, 2012). Thus, I explored the effects of a bridge program with a focus on four key aspects of readiness: self-efficacy, mathematics anxiety, epistemic beliefs, and metacognitive skills. Self-efficacy is a most influential factor in academic retention (Raelin et al., 2015). Self-efficacy is individuals’ beliefs in their competence in planning and accomplishing specific tasks (Bandura, 1986). It not only reflects students’ readiness for entering STEM, but also is a strong predictor of their persistence and success (Sawtelle, Brewe, & Kramer, 2012). Several factors may contribute to self-efficacy, among which emotions, such as anxiety, is a critical one (Usher & Pajares, 2009). Previous [End Page 635] studies have found that mathematics anxiety is closely related to students’ self-perceived competence in successful STEM learning (Ashcraft, 2002). Yet, the relationship between math anxiety and self-efficacy varies depending on the differences in personal experience and contexts (Litzler, Samuelson, & Lorah, 2014). Metacognitive skills and epistemic beliefs also constitute significant indicators of students’ readiness for college (Tsai, Jessie Ho, Liang, & Lin, 2011). Metacognitive skills entail perceiving one’s cognition and monitoring the learning processes, such as conscious use of learning strategies (Pintrich & De Groot, 1990). Epistemic beliefs, on the other hand, are views about the nature of knowledge and processes of knowing (Hofer & Pintrich, 1997), including beliefs in certain knowledge (whether knowledge is absolute and will be ultimately obtained), simple knowledge (whether knowledge is discrete facts), omniscient authority (whether knowledge can be fully accessed only by authorities), quick learning (whether learning occurs in an all-or-none fashion), and innate ability (whether competence in learning is determined at birth; Schraw, Bendixen, & Dunkle, 2002). Previous studies have shown that students with more sophisticated epistemic beliefs, such as considering knowledge as constructive rather than facts, tend to demonstrate higher academic self-efficacy and stronger academic progress (Muis, Bendixen, & Haerle, 2006). In contrast, those who believe that knowledge is simple and certain are more likely to have lower self-efficacy and metacognitive skills (Bråten, Britt, Strømsø, & Rouet, 2011). Yet, while metacognitive skills closely interact with epistemic beliefs and academic self-efficacy (Muis & Duffy, 2013), our understanding of their relationship in STEM learning remains preliminary; therefore, the primary research question in this study was: What are the relations between self-efficacy, math anxiety, metacognitive skills, and epistemic beliefs? This work was conducted in the context of a summer bridge program at a large, U.S. mid-Atlantic, public university. As an initiative to support ethnically minoritized first-year students at a predominantly White institution, the program provided math and physics courses over a span of 6 weeks. The courses were delivered in lectures and remedial sessions to prepare students for intensive requirements of STEM majors. This study was conducted to investigate how participation in the program may affect students’ readiness. Of note, metacognitive skills and epistemic beliefs have been shown to be relatively stable over short time periods, whereas self-efficacy and math anxiety may present significant fluctuation (Pintrich, Smith, Garcia, & McKeachie, 1991; Schraw et al., 2002). Hence, the second research question in this work was: How does participation in the bridge program impact students’ self-efficacy in math and physics, as well as their levels of math anxiety? METHOD Thirty-nine first-year college students who...

Purpose This study explored service providers’ and help-seeking intimate partner violence (IPV) victims’ and IPV perpetrators’ experiences with mandatory reporting of intimate partner violence (MR-IPV) in Norway. We examined the following research questions: How do service providers experience work within the context of MR-IPV? How do help-seeking IPV victims and IPV perpetrators experience MR-IPV? Methods This qualitative study used reflexive thematic analysis to identify, analyze and report themes and patterns uncovered in semi-structured interviews with 42 service providers and 6 help-seeking IPV victims and IPV perpetrators, following Braun and Clark’s Qualitative Research in Psychology six phases of reflexive thematic analysis. Results The service providers in this study aimed to establish collaboration with help-seeking IPV victims and IPV perpetrators to avert IPV rather than immediately reporting IPV to the police, thus working within the discretionary space allowed in the Norwegian legislation. Stories concerning breaches of trust related to MR-IPV were prominent in the interviews with both groups of help-seekers. The IPV perpetrators expressed having experienced a breach of trust when the IPV was reported to the police, while most of the IPV victims expressed a breach of trust due to a lack of MR-IPV. Conclusions IPV victims expressed ambivalence linked to a desire for interventions and a fear of not receiving adequate help. These findings highlight the challenges of certain requirements placed on service providers when working within the MR-IPV context; distinguishing between situations in which collaboration is appropriate and situations in which immediate reporting to the police is required.

The aim of this study is to explore the burdens on siblings prior to their siblings’ deaths. A qualitative approach using reflexive thematic analysis was chosen. Fourteen interviews were conducted. The research question for this study is as follows: What did the bereaved siblings’ efforts consist of while their siblings with problematic substance use were alive? The interviews had a retrospective focus; hence, participants were asked to discuss the time prior to their siblings’ drug‐related death. Three different tasks were identified using reflexive thematic analysis: (1) emotional support, (2) social inclusion and (3) practical support. The findings of this study are discussed in relation to homoeostasis. Homoeostasis refers to an understanding of the family as a system in which family rules contribute to maintaining the status quo.

This report describes the process of collage creation designed for Michigan Youth Health (MYHealth) students to generate and prioritize research topics related to adolescent health and wellness challenges. MYHealth is a youth-partnered research training program grounded in youth participatory action research methods and designed to encourage high school students to explore STEM (Science, Technology, Engineering and Mathematics) and health research fields. Within the MYHealth program, students partner with academic health researchers to conduct their own research projects on an adolescent health topic. During the initial training, MYHealth students identify possible research topics that form the basis for research they conduct throughout the academic year. Integrating elements of arts-based, participatory, and narrative research methods, a collage creation process was used to stimulate, generate and prioritize research topics for future planned research with students. We detail the collage creation process and provide three illustrative examples of students’ collages and how the collages helped students generate and prioritize research topics. We conclude with student reflections on the collage creation process and lessons learned regarding the successful use of this method to engage high school students in STEM and health research and to identify relevant research topics in a youth research education program.

To explore how first-year nursing students engaged with ChatGPT during an assessment task, and to understand the experiences, challenges, and perceptions they reported regarding its use in academic work. As artificial intelligence (AI) tools like ChatGPT reshape higher education, new opportunities and ethical tensions emerge in how students learn. Rather than simply adopting AI as a shortcut, there is an urgent need to guide students toward learning with AI critically, ethically, and creatively within assessment practices. Despite the growing use of AI, limited research has examined how structured integration into undergraduate education influences learning outcomes, digital literacy, and academic integrity. A qualitative descriptive study investigated the ethical and pedagogical implications of integrating ChatGPT into a first-year undergraduate nursing assessment. Focus groups were conducted with 48 first-year nursing students following their use of ChatGPT in an assessment task. Semi-structured questions explored students' experiences, challenges, and perceptions of ChatGPT's role in their academic development. Data were analysed using Braun and Clarke's reflexive thematic analysis, supported by the AI tool CoPilot for coding rigour. The analysis identified six themes: initial confusion, developing skills, evaluating reliability, negotiating academic integrity, recognising future benefits, and valuing support. Students initially experienced uncertainty, particularly around ethical use and institutional messaging. Many developed critical engagement skills, using ChatGPT to improve writing clarity, language proficiency, and idea generation. However, tensions remained between the benefits of AI support and concerns about dependency, misinformation, and digital inequities. Structured, ethical engagement with ChatGPT can foster critical literacy, digital fluency, and deeper learning outcomes in undergraduate education. To fully realise AI's potential, institutions must develop coherent policies, embed AI literacy into curriculum design, and provide targeted support for educators and students. Learning with AI, rather than passively relying on it, is essential for preparing graduates to thrive in an AI-integrated future.

Introduction: Gamification, the use of game elements in non-game contexts, has shown promise in enhancing engagement and motivation in educational settings. In military trauma training, simulations incorporating game elements can replicate austere conditions, providing a safe environment for medics to practise essential skills. Despite this potential, the literature remains inconsistent, with controversies likely arising from a lack of understanding of how game elements and their combinations work. This systematic review aims to examine the use of game elements in the design of military trauma simulations and to evaluate the outcomes reported. Methods: We systematically searched multiple databases, screening 1,168 abstracts and narrowing them down to 630 after removing duplicates. A total of 34 studies met our inclusion criteria. Two reviewers independently extracted data using a structured form. We coded game elements based on established gamification frameworks and assessed study quality using MERSQI and Côté and Turgeon’s tool. A reflexive thematic analysis was conducted to understand the motivations—both deliberate and unintentional—behind the use of these game elements in the included studies. Results: The reflexive thematic analysis identified five themes: Recognizing the World; Believing and Feeling; Play by Choice; Varying Challenges; and Keep on Playing. The game elements most frequently used were plot, scoring, time pressure, avatars, and imposed choice. Multimedia was commonly used to enhance immersion. Conclusion: The reflexive thematic analysis revealed that game elements in military trauma simulations are often motivated by the need to create realism, facilitate immersion, empower learner agency, promote variation, and sustain motivation. While some elements were included intentionally, many were integrated without a deliberate gamification strategy. Our results suggest that simulations could benefit from a more intentional approach to gamification, making them more flexible and engaging in supporting military trauma training.